融入BOPPPS的混合式形态学实验教学探索与实践  

Exploration and Practice of Blended Medical Morphology Experiment Teaching Integrated with BOPPPS

作　　者：邱燕燕 范嘉盈 夏青 陈荪红 QIU Yanyan;FAN Jiaying;XIA Qing;CHEN Sunhong(Center for Experimental Medical Science Education,Shanghai Jiao Tong University School of Medicine,Shanghai 200025,China)

机构地区：[1]上海交通大学医学院基础医学实验教学中心,上海200025

出　　处：《实验室研究与探索》2025年第1期136-140,共5页Research and Exploration In Laboratory

基　　金：国家自然科学基金项目(82000405);上海交通大学教育发展基金项目(CTLD23J0031)。

摘　　要：为顺应信息快速发展的新时代,解决传统形态学实验课堂的痛点,降低对显微镜和实体标本切片的依赖性,最大限度地发挥线上教学平台与资源的作用,提升学生课堂参与度和积极性,构建了融合BOPPPS教学模型的线上线下混合式形态学实验教学体系。在实验教学中,基于布鲁姆教育目标分类体系,以学生为中心,灵活应用导入(B)、学习目标(O)、前测(P)、参与式学习(P)、后测(P)和总结(S)等教学环节,依托“超星学习通”平台和自主开发的形态学数字资源库,有机融合了线上线下教学手段。实践证明,该实验教学模式教学效果显著,学生学习积极性与获得感提高,可进一步完善与推广。In order to conform to the rapid information development in the new era,and to solve the shortcomings of traditional morphological experiment classroom,and to maximize the role of online teaching platform and resources,an online and offline blended teaching system integrated with BOPPPS teaching model is introduced into morphological experiment course.Based on the Bloom education goal classification system and the student-centered teaching theory,four parts of bridge-in,objective/outcome,pre-assessment,participatory learning,post-assessment and summary are flexibly applied relying on the“Chaoxing”platform and the self-developed morphological digital resource library.Practice proves that the experimental teaching mode has remarkable teaching effect,students’learning enthusiasm and experience are improved.Therefore,this teaching mode can be further perfected and promoted.

关 键 词：线上线下混合式 形态学实验 教学模型 效果评价 

分 类 号：R3[医药卫生—基础医学]